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ERIC Number: ED337460
Record Type: Non-Journal
Publication Date: 1991-Sep
Pages: 31
Abstractor: N/A
Practicing What We Teach. Research Report 91-5.
Holt-Reynolds, Diane
Preservice teachers enter formal studies of teaching with an array of personal history-based beliefs and about teaching, classrooms, and students. This report traces the interactions between preservice teachers' personal history-based lay knowledge and their decisions about the potential value of coursework-based principles of content area reading instruction. Preservice teachers countered professional, production arguments favoring direct instruction about reading processes with their own personal history-based practical arguments. Math and English majors rejected rationales for process-centered instruction for reading in each of their respective content areas and offered subject matter-specific defenses for traditional presentational formats. This document analyzes the quality and character of these arguments and proposes classroom strategies that teacher educators might use for gaining access to and a voice in preservice teachers' internal, decision-making dialogues. (Author)
The National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.90).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.